Stockholm, Moscow, Rio, Kyoto, Johannesburg, Copenhagen, Doha, to name just a few of the most important meetings of recent decades focused on the environment and humanity. Universal environmental institutions, such as the United Nations Environment Programme, the Commission on Sustainable Development, the Global Environmental Facility, the International Court, as well as several others, have contributed to this discussion.

However, when we are called to make the necessary assessment, it proves difficult, as the positive results appear few in relation to the expectations that have been cultivated. The need to shift to a "new" model of development, that of "sustainability," is now urgent, as the recipe of the previous type, namely endless development without ethical constraints and limits, continues to lead contemporary society to an increase in socio-economic inequalities and environmental degradation.

Sustainable development at the dawn of the 21st century must be redefined immediately, as it has already been unsuccessfully tested in many fields, though not in the field of education, at least not to the extent it should have been. What remains for us to try is to move towards a new, postmodern view of education, infused with the essential elements of sustainability itself, such as participatory, collaborative, and democratic processes, systemic and critical thinking, and creativity.

The present volume hosts texts that highlight a series of contemporary environmental issues, viewed from different scientific perspectives necessary for a modern interdisciplinary and critical view of the world, and aspires to be a practical tool not only for researchers and students but also for every citizen who believes that their intervention can make a difference.